Improve student critical thinking and problem solving skills through the use of effectively integrated technology into curricular areas of science, math, and language arts
Pre and Post tests – scored using CMT rubric. Compare scores and chart growth
Ongoing formative assessments (dipsticks) will be created by teachers to assess student growth and project effectiveness. This includes software specific measurement tools/techniques and/or teacher-created tools administered at intervals throughout the course of the program.
Encourage collaboration between science, math and language arts teachers: provide opportunities for systematic professional development and collaboration for teachers to develop technology-rich curricula. Promote student collaboration via virtual learning environments/social networks and face-to-face interactions. Partnerships with Norwich Public Utilities’ scientific experts lead by influence as they provide professional development for our teachers and share their knowledge with our students.
Online collaborative space - wikispace, VoiceThread, Google Docs - are monitored weekly and feedback is immediate. Document vists from engineers from Norwich Public Utilities who meet regularly with the students and teachers and participate in PD activities, field studies, and classroom visits.
Provide increased opportunities to use technology as a learning tool: increase student awareness of the value of educational technology as they quickly adapt to the appropriate learning tool for the task at hand.
Conduct pre-survey to determine how students use technology in the classroom and if they do, how they decide what to use. Ask students to provide examples of how they use technology. Administer similar post test.
Increase student initiative through productivity in multiple disciplines with a variety of current technologies: afford students the opportunity to work at their individual skill levels using technology tools that assist in the development of a sense of belonging to the global community, for altruistic goals as well as for commercial enterprises
Use of online collaborative Web 2.0 tool – Wikispace – to develop writing activities across language arts, science and math
Completion of collaborative tool to function as a resource for the global community
Developing apps, describe what the app can do, promoting the product
Increase deep understanding of scientific terminology: further develop the students’ oral and written communication skills in multiple disciplinary areas
Electronic portfolios
Pre and Post tests – writing samples reviewed by science coordinator
Documentation that students create as they plan, compose, and explain their application
Adequately follow storyboard process
Create learning environments that foster data collection, analysis, synthesis, and evaluation to enable them to develop higher-level thinking skills
Consistent use (2 – 3 times per week) recorded in log. Data collected and analyzed. Response to intervention and scientific research based intervention processes used to improve education of all students. Student Response Systems collect data in real time
Promote student curiosity and imagination by making 21st century technology readily accessible
Access to technology motivates students and reflects the world that they live in.
Assessment:
Ongoing formative assessments (dipsticks) will be created by teachers to assess student growth and project effectiveness. This includes software specific measurement tools/techniques and/or teacher-created tools administered at intervals throughout the course of the program.
Completion of collaborative tool to function as a resource for the global community
Developing apps, describe what the app can do, promoting the product
Pre and Post tests – writing samples reviewed by science coordinator
Documentation that students create as they plan, compose, and explain their application
Adequately follow storyboard process